School Grade &

Culaba National Vocational School ALL GRADE 11

Section
DAILY Teacher
Mary Jessa A. Alvior
Learning Earth and Life
LESSON Area Science
Teaching Dates
PLAN Quarter 1
& Time
Week No. Day Duration 2 hours

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The learners demonstrate an understanding of:
Standards 1. the three main categories of rocks.
The learners shall be able to:
B. Performance
Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your
Standards
community may experience.
C. Learning 1. Classify rocks into igneous, sedimentary, and metamorphic (S11/12ES-Ib-10)
Competency/ies
Write the LC Code for each.
Knowledge: Differentiate and classify at least three rock samples into igneous,
sedimentary, or metamorphic based on texture and formation processes.
D. Learning Skills: Use printed or digital images of rocks to identify and record one key texture
Objectives feature (e.g., grain size, layering, foliation).
Attitudes: Demonstrate appreciation for Earth’s dynamic processes by actively
engaging in rock classification activities.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Three main categories of rocks.
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
Science in the Modern World, earth and Life Science
pages
2. Learner’s
Materials pages
3. Textbook pages 1. Science in the Modern World, Earth and Life Science
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing A Display a global map of Earth’s major rock belts. Ask: “Why do you think different
previous lesson or W rocks form in different regions?”
presenting the new A Think–Pair–Share: students name one rock type they know and how they think it
lesson. R formed.
ELICIT (The activities in this section E
will evoke or draw out prior concepts of N
or experiences from the students)
E
B. Establishing a S Show a short 1-minute video clip of magma solidifying, sediment layering in a riverbed, and
purpose for the S
mountain-belt metamorphism.
lesson. Ask: “What processes did you observe, and how might they change a rock’s appearance?”
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting Project a clear photo of granite: highlight coarse-grained interlocking crystals

examples/instance formed from cooling magma (igneous).
s of the new lesson.  Project a clear photo of sandstone: point out visible sand layers cemented
together by minerals (sedimentary).
 Project a clear photo of schist: emphasize the aligned, flaky minerals created
by pressure and heat (metamorphic).
 For each example, label texture (grain size, layering, foliation) and formation
environment on the board.
D. Discussing the new A Organize five stations; each features two rock images and a prompt:
concepts and C
practicing new T 1. Granite vs. basalt (grain size comparison)
skills #1. I 2. Sandstone vs. shale (layering and clast size)
EXPLORE (In this section, students V 3. Marble vs. limestone (texture change post-metamorphism)
will be given time to think, plan, I
investigate, and organize collected
4. Slate vs. schist (degree of foliation)
information; or the performance of the T 5. Rock cycle interface (identify arrows and processes)
planned/prepared activities from the
student’s manual with data gathering and
Y
Guide questions) In groups of three, students rotate every 8 minutes. At each station, they record one
distinguishing texture feature on their classification chart.
E. Discussing the new Invite each group to report one key feature from a station and state the rock
concepts and classification.
practicing new
skills #2.
F. Developing A Define and contrast:
mastery N  Igneous: texture from cooling rate (coarse vs. fine grains)
(Leads to formative A  Sedimentary: layering, clasts, cementation
assessment 3). L  Metamorphic: foliation, recrystallization
EXPLAIN (In this section, students will Y
be involved in an analysis of their S
exploration. Their understanding is
clarified and modified because of
I
reflective activities)/Analysis of the S
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making A Provide each group with a mixed rock images.
generalization and B  Task: sort the images into three piles—igneous, sedimentary, metamorphic—
abstraction about S on a large Venn-style poster.
the lesson. T  Groups annotate each pile with formation process notes and texture labels.
ELABORATE (This section will give R
students the opportunity to expand and A
solidify / concretize their understanding
of the concept and / or apply it to real –
C
world situation) T
I
O
N
H. Finding practical A Students will create a classification chart with at least two correct observations per
application of P category.
concepts and skills P
in daily living. L
I
C
A
T
I
O
N

I.
Evaluating A Choose the letter of the best answer for each question.
learning. S 1. A rock composed of interlocking, coarse-grained crystals that cooled slowly
EVALUATION (This section will S beneath Earth’s surface is most likely: A. Basalt B. Limestone C. Granite D.
provide for concept check test items and E Schist
answer key which are aligned to the
learning objectives - content and
S 2. Which characteristic is most indicative of a sedimentary rock? A. Interlocking
performance standards and address S crystalline texture B. Parallel alignment of minerals (foliation) C. Layered
misconceptions – if any) M clasts cemented together D. Glassy, vesicular appearance
E 3. The presence of foliation (aligned, platy mineral layers) in a rock sample
N suggests it is: A. Igneous B. Sedimentary C. Metamorphic D. Volcanic
T 4. Metamorphic rocks are primarily formed by which process? A. Rapid cooling
of lava at Earth’s surface B. Deposition and lithification of sediments C. Heat
and pressure altering pre-existing rocks D. Precipitation of minerals from
aqueous solution
5. The term “lithification” refers to: A. Cooling of magma to form crystalline
textures B. Compaction and cementation of sediment layers C. Transformation
of shale into slate under pressure D. Chemical deposition of minerals in cave
environments
Answer Key: CCCCB
J. Additional A Search how the products of weathering are carried away by erosion and deposited
activities for S elsewhere.
application or S
remediation. I
EXTEND (These sections give G
situation that explains the topic in a new N
context, or integrate it to another
discipline / societal concern)
M
E
N
T
V. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Noted by: Approved by:

Mary Jessa A. Alvior Rolly S. Masibag Liezl M. Avila
Teacher I Head Teacher III Principal I
 Republic of the Philippines
Department of Education
Division of Biliran
Culaba National Vocational School
Culaba, Biliran

FORMATIVE ASSESSMENT
(Three Main Categories of Rocks)
1. A rock composed of interlocking, coarse-grained crystals that cooled slowly beneath Earth’s surface is most likely:
A. Basalt B. Limestone C. Granite D. Schist
2. Which characteristic is most indicative of a sedimentary rock?
A. Interlocking crystalline texture B. Parallel alignment of minerals (foliation)
C. Layered clasts cemented together D. Glassy, vesicular appearance
3. The presence of foliation (aligned, platy mineral layers) in a rock sample suggests it is:
A. Igneous B. Sedimentary C. Metamorphic D. Volcanic
4. Metamorphic rocks are primarily formed by which process?
A. Rapid cooling of lava at Earth’s surface B. Deposition and lithification of sediments
C. Heat and pressure altering pre-existing rocks D. Precipitation of minerals from aqueous solution
5. The term “lithification” refers to:
A. Cooling of magma to form crystalline textures B. Compaction and cementation of sediment layers
C. Transformation of shale into slate under pressure D. Chemical deposition of minerals in cave environments